Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……

UNIT 4: REMEMBERING THE PAST
Lesson 1: Getting started – At an English lesson
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Remembering the past;
- Gain vocabulary to talk about some historical places.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Understanding more about historic buildings in the world
- Actively participate in class;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To activate Ss’ knowledge on the topic of the unit;
- To lead into the unit.
b. Content:
- Think!
- Memory lane
c. Expected outcomes:
- Ss can answer some questions of the teacher about school.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Think! Questions:
- Begin the lesson by reviewing the content - Do you care about healthy living?
covered in Unit 3. T may ask some questions. - What do you often do to keep fit?
- Ss answer some questions to review the - What did your parents / grandparents
previous unit. do to keep fit / to keep themselves
- Then tell Ss that they are going to learn about healthy?
the topic Remembering the past in this unit. - What do you know about your
– Teacher ask Ss to open their books. Draw grandparents’ lifestyle (their clothes /
 their attention to the THIS UNIT INCLUDES cooking / eating habits, …)?
box and introduce what they are going to learn Suggested answers:
in this unit. - Ss own answer

2. ACTIVITY 2: PRESENTATION (5 mins)

a. Objectives:
- To provide Ss with vocabulary;
- To help Ss be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Ss can identify some new words about historical places.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:

- Teacher introduces the vocabulary. 1. complex (n)
- Ss guess the meaning of words. 2. religious (adj)
- Teacher explains the meaning of the new vocabulary 2. monument (n)
by showing pictures or giving explanations. 3. magnificent (adj)
4. preserve (v)
5. heritage (n)
6. occupy (v)
7. occupied (adj)
8. ancient (adj)
9. generation (n)
10. found (v)
3. ACTIVITY 3: PRACTICE (30 mins)
a. Objectives:
- To help Ss read for specific information about historical place;
- To help Ss learn words and phrases related to historical place;
- To help Ss use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and answer the questions.
- Task 3: Complete each sentence with a word or a phrase from the box.
- Task 4: Look at the pictures and complete the sentences.
c. Expected outcomes:
- Ss understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read.

- Begin by asking Ss some questions.

- Set the context for the listening and reading: Ask Ss
to look at the title of the conversation and the picture s. Questions:
Ask them some questions like: What do you see in the
What do you think they are discussing? picture(s)?
- Teacher ask Ss to look at the title / the picture s and What do you know about it /
guess what the conversation between the teacher and them?
Ss might be about.
- Ss look at the pictures and answer questions.
- Teacher play the recording on ce or twice for Ss to
listen and read along. Then have some pairs of Ss read
the conversation aloud.
- Ss listen to the recording.
- Teacher ask Ss what they are talking about. Now
confirm the correct answer. (They are talking about
historic buildings / our history / the past …)
- Ss read the conversation aloud.
- Have Ss say the words in the text that they think are
related to the unit’s topic. Have them pronounce the
words containing the sounds /m/ and /l/. Quickly write
the words on the board (Cambodia, complex,
monuments, build, communal,
- Ss find the words in the text that are related to the
topic.
The conversation on page 40

Task 2: Read the conversation again and answer the questions.

- Have Ss read the questions without reading the Answer key:

conversation again and try to guess the answers . 1. About 900 years old / Nearly
Explain that they focus on some ideas of the a thousand years old.
conversation. 2. It’s quite magnificent.
- Ss read and do the task. 3. In England.
- Ss work independently to do the activity. 4. Preservation efforts
- Have Ss read the conversation again and answer the
questions. Check their answers and explain if
necessary.
- Ss listen and check.

Task 3: Complete each sentence with a word or a phrase from the box.

- Ask Ss to read the sentences and find the words and Answer key:
phrase from the box to fill in the gaps. Ss may read the 1. heritage
conversation again and find the words / phrases in it. 2. well preserved
Go around and offer help, if needed. 3. magnificent
- Ss read and do the task. 4. Thanks to
- Allow Ss to share answers before discussing as a 5. occupied
class. Write the correct answers on the board. If
there’s time, call on some Ss to read the sentences.
- Ss check

Task 4: Look at the pictures and complete the sentences.

- Have Ss work in pairs. Invite them to look at the Answer key:

pictures and complete the sentences with the word 1. fish and chips
related to each picture. 2. communal
- Ss work in pairs to do the task. 3. monument
Then ask some Ss to read the sentences aloud Check 4. castle
and correct their pronunciation. 5. temples
- Ss check.
4. ACTIVITY 4: PRODUCTION (10 mins)
a. Objectives:
- To help Ss get to know about / remember past events;
- To check Ss’ vocabulary and improve group work skills.
b. Content:
- Task 5: Game: Remembering past events
c. Expected outcomes:
- Ss can know more about past events.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Task 5: Game: Remembering past events (10 mins)

- Have Ss work in groups. Ask them to answer all the Answer key:
questions. 1. King Ly Thai To (Ly Cong
- Set a time limit (3-4 minutes) for Ss to discuss and Uan).
finish the task. 2. In 1492.
- T may need to explain to Ss if they don’t know the 3. In 1776.
answers. 4. In 1911.
- Ss work in groups to answer questions 5. World War I started / broke
out.
6. King Bao Dai (1913 – 1997) .
5. CONSOLIDATION
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words / phrases and the grammar points they remember from
the lesson. Tells Ss that they will learn these language points in the following lessons.
b. Homework
- Learn by heart all the words that they have just learnt
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher asks Ss to open their book p.49, look at the picture and say what the topic of the
project is (poster of life in their neighbourhood 40 years ago). They will design a poster
and present it at the end of this Unit.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
UNIT 4: REMEMBERING THE PAST
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Remembering the past;
- Pronounce the sounds /m/ and /l/ in words and sentences correctly.
- Use the past continuous and wish + past simple
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Actively participate in class and school activities;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 4, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1.ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To activate Ss’ prior knowledge and vocabulary related to the topic;
- To enhance Ss’ skills of cooperating with teammates.
b. Content:
- Brainstorming
- Time Machine
c. Expected outcomes:
- Ss can recall some phrases about activities in their free time.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Brainstorming North Vietnamese tank entering

- Bring to class some posters / pictures or show through the gates of the Independence
on the screen some images related to the history Palace of Saigon on April 30, 1975
of Viet Nam or other countries. Encourage Ss to Long Bien Bridge crossing over the
name these things. Red River, built between 1898 and
– Lead into this lesson, which focuses on the 1902
new words / phrases and the sounds /m/ and
/l/.
– Share with Ss the lesson objectives and have
them open their books and start the lesson.
- Ss look and answer.
2. ACTIVITY 2: PRESENTATION (VOCABULARY) (5 mins)
a. Objectives:
- To provide Ss new vocabulary;
- To revise some vocabulary related to Remembering the past.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Ss can identify some vocabulary about Remembering the past and use them in different
contexts.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by: New words:

+ providing explanations of the words 1. structure (n)
+ showing pictures illustrating the word. 2. promote (v)
- Ss guess the meaning of words. 3. observe (v)
benefit (v)
3. ACTIVITY 3: PRACTICE (15 mins)
a. Objectives:
- To help revise some vocabulary related to Remembering the past that students have
learned
- To help students use words and phrases related to remembering the past in specific
contexts.
b. Content:
- Ss can do exercises
- Task 1: Complete the following table. There is one example
- Task 2: Complete the following sentences, using the correct forms of the words from 1.
- Task 3: Complete the following sentences with the words from the box.
c. Expected outcomes:
- Ss can use identify some vocabulary about Remembering the past and use them in
different contexts.
d. Organisation:

Task 1: Complete the following table. There is one example (5 mins)

- Have Ss work in pairs. Tell them to look at the verbs Answer key:
given in the left column and give their equivalent 1. promotion
nouns 2. recognition
- Ss work in pairs to do task 1 p.42 3. contribution
- Check their answers as a class. 4. observation
- Ss listen and correct mistakes. 5. preservation
- T asks Ss read the verbs and nouns aloud. Correct 6. occupation
their pronunciation if necessary.
EXTRA ACTIVITY: Suggested answer:
- Put Ss in groups. Each group finds three verbs in build building
Getting Started, and then give their equivalent need need
nouns. thank thanks
- Representatives from each group give s their groups’ wish wish
answers. know knowledge
- Check their answers as a class. decide decision
- Ss work in teams to play games. damage damage

Task 2: Complete the following sentences, using the correct forms of the words
from 1. (5 mins)

Have Ss work in pairs. Tell them to look back at Answer key:

the words in 1. 1. observe
- Ss work in pairs to do the task. 2. contribution
- Have them read the sentences carefully and look 3. preservation
for clues to find the right words to complete the 4. promotion
sentences. The word to fill each blank may be a noun 5. recognised
or a verb in its correct tense.
- Ss listen and follow.
- Have one or two Ss write the words on the board.
Confirm the correct answers.
- Ss listen and check
- T may call on some Ss to read the sentences.
- Ss read the sentences.

Task 3: Complete the following sentences with the words from the box. (5 mins)

- Have Ss read the sentences and choose the correct Answer key:
word from the box to fill in each blank in the 1. structures
sentences. 2. takeaway
- Ss read the sentences and choose the correct 3. generations
word. 4. magnificent
- Tell them to read the sentences carefully and look 5. heritage
for clues to choose the correct words.
- Ss listen and follow.
- T goes around and gives assistance if necessary
and checks their answers.
4. ACTIVITY 4: (PRONUNCIATION) (15 mins)
a. Objectives:
- To help Ss identify how to pronounce the sounds /m/ and /l/;
- To help Ss ractice pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /m/ and /l/.
- Task 5: Listen and repeat the sentences. Pay attention the the underlined words.
c. Expected outcomes:
- Ss can pronounce the sounds /m/ and /l/ in words and in sentences correctly.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. Pay attention to the sounds /m/ and /l/. (7
mins)

- First give examples of the sounds /m/ and /l/.

- Instruct how to pronounce /m/ and /l/.
- Ss listen and repeat.
- Play the recording and ask Ss to listen to these
words and repeat. Correct their pronunciation.
Play the recording as many times as necessary. Audio script:
Ss look at Remember! box
- Explain the two types of sound /l/ in the
Remember! box and invite Ss to give some
examples.
- Ss give some words that have sounds /m/ and /l/.
 Task 5: Listen and repeat the sentences. Pay attention the underlined words. (7
mins)

- T asks Ss quickly read the sentences and look Audio script:

carefully at the underlined words. 1. The collection includes
- Ss listen and follow instructions objects of the Middle Ages.
- Then play the recording for Ss to listen. 2. You should be careful when
- Play the recording again. Let Ss listen and repeat shopping in this mall.
sentence by sentence, paying attention to the 3. This monument is small but
underlined words. magnificent.
- Ss listen and repeat. 4. They maintain these
EXTRA ACTIVITY windmills as working
T Ask each student to give at least one word museums.
having sound /l/ and one word having sound /m/, 5. David fell off his bike and
preferably words in this unit. hurt his ankle.
- Ss give word having sounds /m/ and /l/ in this Suggested answers:
unit. remember, life, let, look,
temple, complex, largest,
Cambodia, …
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt. Draw Ss’ attention
to the objectives on the board or show them the slide with the objectives. Tick the objectives that have
been learn t.
- Tell them the grammar points that they will learn in the following lesson..
b.Homework
- Do exercises in the workbook;
- Find 3 more words that have the sounds /m/ and /l/.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 2.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
UNIT 4: REMEMBERING THE PAST
Lesson 2: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Recognise and use past continuous and wish + past simple.
- Be encouraged to express wishes in practical situations
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 4, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1.ACTIVITY 1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead Ss into the new unit.
b. Content:
- Think!
- Picture Description
c. Expected outcomes:
- Ss can answer teacher’s question using the structure of past continuous.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Picture Description
- T show Ss a picture.
- T asks Ss to describe what was happening
in the picture, using the past continuous
tense.
- Ss listen and follow instructions

Example:
The boy in blue T-shirt was drawing
a picture
2. ACTIVITY 2: PRESENTATION (PAST CONTINUOUS) (15 mins)
a. Objectives:
- To help Ss revise the form and use of the past continuous.
b. Content:
- Task 1: Put the verbs in brackets in the past continuous.
- Task 2: Complete the sentences, using the past continuous forms of the given verbs.
c. Expected outcomes:
- Ss know how to use past continuous.
d. Organisation:
 TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Task 1: Put the verbs in brackets in the past continuous. (3 mins)

- T asks Ss read the sentences first. Answer key:

- Ss read the sentences 1. was visiting
- Give Ss some time to work by themselves and write 2. was sleeping
down the answers. T observes and helps when and 3. was going
where necessary. 4. was looking
- Ss do exercise individually. 5. Were you watching
- T asks some Ss to read their sentences. T may
call on some Ss to write their answers on the
board. T corrects Ss’ mistakes.
- Ss listen and check.
- T asks Ss to study the Remember! box, and tells
them another use of the past continuous: to show
that something continued for some time in the
past. Give one or two examples before moving onto
Activity 2.
- Ss read the Remember! box carefully and listen to
the teacher.
- Ss listen.
Example:
1. She was studying all day
yesterday because she wanted
to pass the exam.
I was waiting for you for
hours. Where were you?

Task 2: Complete the sentences, using the past continuous forms of the given
verbs.

- T asks Ss work individually for a few minutes. Answer key:

Tell them to pay attention to the context of each 1. Were preserving
sentence, and then choose the correct verb to use. 2. Was / were living
- Ss do task 2 individually. 3. Were building
- Check their answers as a class. 4. Were you still working
- Have some Ss read out the sentences. T corrects Was making
their pronunciation and intonation only when
necessary.
- Ss listen and check.
3. ACTIVITY 3: PRACTICE (Wish + past simple) (20 mins)
a. Objectives:
- To help Ss use wish + past simple in sentences;
- To help Ss practise using wish + past simple.
b. Content:
- Grammar explanation
- Task 3: Put the verbs in brackets in the correct forms.
- Task 4: Read the passage and write down five things that Jenny might wish for.
Look at the example.
c. Expected outcomes:
- Ss understand some wish + past simple.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Grammar Explanation (6 mins)

Focus Ss’ attention on the grammar box. Explain

to them the meaning and use of the structure wish
+ clause (past simple).Tell them to study the two
examples.
- Ss listen.

Task 3: Put the verbs in brackets in the correct forms. (7 mins)

- Draw Ss’ attention to the sentence structure: wish Answer key:

+ clause (past simple). 1. got
- Ss listen 2. had
- Have Ss look at the sentences and write down 3. had
their answers. 4. could spend
- Ss do the task. 5. could go
- Ask Ss to exchange their answers in pairs. Check
their answers and explain if necessary.
- Ss exchange answers and check in paires.

Task 4: Read the passage and write down five things that Jenny might wish for.
Look at the example.(7 mins)

- T asks Ss do the exercise individually. Tell them to Suggested answers:

read the passage carefully and study the example, 1. Jenny wishes (that) she
then write down their answers. didn’t have to share the room
- Ss do exercise individually. with her sister.
- Have Ss exchange their answers with a partner. 2. She wishes (that) she didn’t
- Ss exchange answers and checks. have to clean the room every
- Call on some Ss to read the sentences aloud. day.
 Other Ss comment. Confirm the correct answers as 3. She wishes (that) her sister
a class. Jane didn’t lie in bed reading
- Ss listen and check. or playing computer games.
4. She wishes (that) her sister
Jane didn’t put dirty clothes
on her bed.
5. She wishes (that) she had
her own room.
4. ACTIVITY 4. PRODUCTION (8 mins)
a. Objectives:
- To help Ss apply wish + past simple in real situation by making sentences about
themselves.
b. Content:
- Task 5: Work in pairs. Tell your partner three wishes.
c. Expected outcomes:
- Ss can apply the grammar they have learned in practical situations.
d. Organisation:
TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

- Give them some time to work in pairs and

exchange their wishes. Suggested answers:
- Ss work in pairs 1. I wish I had less homework
- T goes round giving help when and where every day.
necessary. 2. I wish I had my own room.
EXTRA ACTIVITY 3. I wish my best friend and I
- Put Ss into groups of 5 - 6. Ask them to talk about could go around the world
what their family members wish. together.
- Ss work in groups to talk about your family Suggested answer:
members wish. My mum wishes (that) she had
- Call on some Ss to say out loud their sentences. a new dishwasher.
Correct their mistakes if necessary. My little sister often wishes
(that) she became a princess.

5.CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt. Draw
Ss’ attention to the objectives on the board or show them the slide with the objectives.
Tick the objectives that have been learn t.
- Tell them the grammar points that they will learn in the following lesson
b. Homework
- Do exercises in the workbook;
- Find 3 more words that have the sounds /m/ and /l/.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 2

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
UNIT 4: REMEMBERING THE PAST
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Know how to thank and respond;
- Talk how to keep traditions alive.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be ready and confident in real life conversations;
- Know more about how to preserve traditions
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 4, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To introduce the topic;
- To enhance Ss’ skills of cooperating with team mates.
b. Content:
- Brainstorming
- Word Scramble
c. Expected outcomes:
- Ss can use their background knowledge to answer the questions.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming . Questions:
– Ask some Ss to make sentences about themselves. - How do your family
Encourage them to talk about how their families keeps keep your traditions
their traditions alive. alive?
- Ss listen and follow instruction.
– Introduce the objectives of the lesson: learning how to
express thanks, respond to thanks, and practice talking
about our traditions and how we keep them alive.
2. ACTIVITY 2: PRESENTATION (5 mins)
a. Objectives:
- To introduce ways of thank and respond
b. Content:
- Vocabulary pre-teaching
- Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make similar conversations to express thanks and respond
in the following situations.
c. Expected outcomes:
- Ss can use the structures to thank and respond.
d. Organisation:

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Vocabulary pre-teaching (3 mins)

- Introduce the vocabulary by: New words:
+ giving situation; 1. ancestor (n)
+ giving an explanation 2. gratitude (n)
- Ss listen to the explanation of the words.
- Ss write the new words in their
notebooks.
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5
mins)
- T Play the recording and have Ss listen Audio script:
and read the conversation at the same 1. Kate: Thank you very much for
time. Tell them to pay attention to the showing us around Angkor Wat.
highlighted parts. Elicit the two ways of Guide: You’re welcome.
thanking and responding.
- Ss listen and read. 2. Alice: Thanks a lot for telling us
- Ss look at the highlighted parts. about life in the countryside of Viet
- T asks them to act out the conversations Nam.
in pairs. Check their pronunciation Mi: No problem.
- Ss act out the conversations.
Task 2: Work in pairs. Make similar conversations to express thanks and respond
in the following situations. (7 mins)
- Ask Ss to read the instructions. Suggested answers:
- Have Ss work in pairs, one expresses 1. You: Thank you very much for
thanks, and the other responses. Then showing me / us around the craft
they swap roles. workshop.
- Ss work in pairs to make similar Village head: You’re welcome.
dialogues. 2. You: Thanks a lot for lending me an
interesting book.
Your friend: No problem.
3. ACTIVITY 3: PRACTICE (20 mins)
HOW OUR FAMILIES KEEP TRADITIONS ALIVE
a. Objectives:
- To provide Ss with information about ways of keeping our traditions alive;
- To help Ss practise asking and answering questions about how their family observes
customs and traditions.
- To provide Ss with a chance to talk about what their families do to preserve their
family traditions.
b. Content:
- Task 3: Read the passage and complete the table.
- Task 4: Work in pairs. Ask and answer about how your family observes customs
and traditions.
- Task 5: Work in groups. Give a short talk about one of the things in 4 that you and
your family do to preserve traditions, for example celebrating family members’
birthdays.
c. Expected outcomes:
- Ss get some information about how to preserve traditions;
- Ss can talk about how to preserve traditions.
d. Organisation:

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 3: Read the passage and complete the table. (5 mins)
- Tell Ss that they are going to listen to a Key:
passage about our traditions and ways
of keeping them alive.
- Ss listen and follow instructions.
- Play the recording. Tell Ss to listen
carefully. Make sure they understand
the details and offer explanations if
needed.
- Ss listen the recording.
- Ss work in pairs and do the task.
- Check their answers as a class.
- Ss listen and check.
Task 4: Work in pairs. Ask and answer about how your family observes customs
and traditions. (7 mins)
- Have Ss work in pairs. Tell them to Example:
study the examples. Tell them that they A: What festival(s) does your family
can refer back to the passage in 3 for celebrate every year?
their answers. B: We celebrate Hung Kings’ Temple
- T goes round the class to monitor. Festival.
- Correct Ss’ mistakes only when it is
really necessary.
- Ss work in pairs to do the task.

4. ACTIVITY 4: PRODUCTION (8 mins)

a. Objectives:
- To help Ss practise asking and answering questions about how their family
observes customs and traditions.
- To provide Ss with a chance to talk about what their families do to preserve their
family traditions.
b. Content:
- Task 5: Work in groups. Give a short talk about one of the things in 4 that you
and your family do to preserve traditions, for example celebrating family members’
birthdays.
c. Expected outcomes:
- Ss get some information about how to preserve traditions;
- Ss can talk about how to preserve traditions.
d. Organisation:

Task 5: Work in groups. Give a short talk about one of the things in 4 that you and
your family do to preserve traditions, for example celebrating family members’
birthdays.
- Tell Ss to study the cues given first. Cues:
- Then Ss work in groups, taking turns to We celebrate each family member’s
choose one of the things in 3 and talk birthday every year. When someone’s
about what their families do to preserve birthday is coming, all of us happily
their family traditions, for example prepare for it. We buy presents for him /
celebrating family members’ birthdays. her, and we have a small party among
- Ss look at the cues our family members. We also help him /
- Encourage them to talk, and do not her do his / her housework. We do
stop them when they make minor everything to make him / her happy on
mistakes. Correct their pronunciation that day.
only when it is prevents communication.
- Ss try to talk.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the Workbook.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
UNIT 4: REMEMBERING THE PAST
Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information about how English people continue their culinary
traditions;
- Talk about a typical traditional Vietnamese dish.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Understand more about traditional cuisine of Viet Nam and England;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 4, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic.
b. Content:
- Brainstorming
c. Expected outcomes:
- Ss gain knowledge about their school.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
– T asks some Ss what they know about interesting / strange
lifestyles / ways of cooking in the UK. Elicit answers from Ss.
- Ss listen and answer.
- T Bring the map of the UK (the United Kingdom of Great
Britain and Northern Ireland) and show England to Ss. Ask
them what they know about the UK and England.
- Lead into the new lesson: Reading about a traditional dish
of England and Speaking about traditional Vietnamese
traditional dishes.
– Introduce the objectives of the lesson. Write the objectives
on the top-left corner of the board.
- Ss look and answer.
2. ACTIVITY 2: PRESENTATION (READING) (10 mins)
a. Objectives:
- To help Ss learn new vocabulary in the reading text;
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Vocabulary teaching
- Task 1: Work in groups. Discuss the following question.
- Task 2: Read the text and write the underlined words in the box.
- Task 3: Read the text again and tick () T (True) or F (False) for each sentence.
c. Expected outcomes:
- Ss identify some new words and how to use the target vocabulary.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary teaching (5 mins)

- Teacher asks Ss to get the meaning of the New words:
words in context. 1. deep-rooted (adj)
- Ss say the meaning of the words. associated (adj)

Task 1: Work in groups. Discuss the following question. (3 mins)

- Have Ss work in groups. Encourage them to Suggested answer:

say what they know about England, English + England: one of the 4 parts of
people, and their cuisine. the UK (England, Scotland,
- Ss work in groups to do exercise. Wales, the Northern Ireland)
- T encourage Ss to talk as much as possible. It + Capital: London
is not important whether they give the right + Population: over 56 million
answers or not; it is important that they speak (2021)
in English. + Area: 130,279 km2
+ Official language: English
+ National dishes: fish and chips,
Sunday roast, full English
breakfast, …
+ ...

Task 2: Read the text and write the underlined words in the box. (5 mins)

- T asks Ss read the text quickly and find the Key:

underlined words associated (adj), deep-rooted
(adj), appeared (v), basic (adj)
- Ss read the text and find the highlighted words
- Tell them to use the contexts in which these
words appear to predict their meaning, and
then do the matching.
- Ss listen and follow instructions.
- Check the answers as a class. Confirm Ss’
correct answers. For less able Ss, ask them to
give the Vietnamese equivalent of the words
- Ss listen and check.

Task 3: Read the text again and tick () T (True) or F (False) for each sentence. (7
mins)

- Ask Ss to do the task individually. Tell them to Answer key:

read the passage two or three times, then read 1. T
each question, pause to identify where it appears 2. T
in the text, read that part carefully and decide 3. F
whether it is true (T) or false (F). 4. F
- Ss do the task individually. 5. F
- Ask Ss to work with a partner to discuss the 6. T
answers.
- Ss discuss with partner
- Explain the new words and clarify anything
difficult.
- Ss listen.
- Call on some Ss to read the passage aloud
before the class. Check their pronunciation and Questions:
intonation. 1. Do Vietnamese people feel
- Check the answers as a class. proud of their traditions and
T may ask more questions to see if they customs?
understand the passage fully. 2. Is Vietnamese cuisine famous?
- Ss listen and check. Do foreigners like it?
3. What are some popular
Transition from Reading to Speaking Vietnamese dishes?
- Have Ss work in pairs to ask and answer the
questions.

3. ACTIVITY 3: PRACTICE (SPEAKING) (10 mins)

a. Objectives:
- To help Ss use what they have learnt so far to talk about typical Vietnamese dish;
- To improve their speaking skill.
b. Content:
- Task 4: Work in pairs. Match 1 - 5 in column A with a - e in column B.
- Task 5: Work in groups. Match the Vietnamese dishes with their names in English.
c. Expected outcomes:
- Ss can talk about typical Vietnamese dish.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Match 1 - 5 in column A with a - e in column B. (7 mins)

- Have Ss work in pairs to do the matching. Answer key:

- T goes round to monitor and gives help when 1. c
necessary 2. e
- Ss work in pairs to do exercise. 3. a
4. b
5. d
4. ACTIVITY 4: PRODUCTION ( SPEAKING)_ (15 mins)
a. Objectives:
- To help Ss use what they have learnt so far to talk about typical Vietnamese dish;
- To improve their speaking skill.
b. Content:
- Task 5: Work in groups. Match the Vietnamese dishes with their names in English.
c. Expected outcomes:
- Ss can talk about typical Vietnamese dish.
d. Organisation:

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Task 5: Work in groups. Match the Vietnamese dishes with their names in English.
(8 mins)

- Have Ss work in groups and do the Answer key:

matching first. 1. b
Ss work in groups 2. c
3. d
4. e
5. a
Suggested answer:
. - Allow some time for Ss to think about one Well… One of Vietnamese dishes that I
traditional dish and prepare to talk about it. like is fried rice (cơm rang). It’s a kind
- Give help when they have difficulty of popular street food. We can make
expressing their ideas. and eat it every day, but I’d like to
- Call on some Ss to report to the class. T have it at the weekend. The main
and other Ss listen and comment. ingredients of this dish are cooked rice,
meat, or sausage and colourful
- Ss prepare to talk about a tradition dish. vegetables chopped up into small
pieces and mixed together. Then we fry
the ingredients slowly with cooking oil
and one or two eggs. When you fry the
rice, you must stir it constantly with a
EXTRA ACTIVITY wooden spoon.
For a more able class, ask Ss to summarise
the reading text in 50 – 70 words. T may Suggested answer:
give some clues: English cuisine is one of the traditions
- English cuisine … that English people are proud to keep
- Fish and chips … alive. Traditional English cuisine, fish
- The earliest fish and chip shop … and chips, has developed for many
- Basic ingredients … centuries. The earliest fish and chip
- People sell it in many countries now. shop opened in London during the
1860s. The basic ingredients of the
dish are fried fish served with chips.
People sell fish and chips in many
 countries now.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise what they have learnt in the lesson;
- Have Ss recall some things they can remember.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……

UNIT 4: REMEMBERING THE PAST

Lesson 5: Skills 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for general and specific information about old school days;
- Write about old school days.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Understanding and respect school days in the past;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 4, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Chatting
- Compare and Contrast
c. Expected outcomes:
- Ss can answer the questions related to school.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Chatting - Talk about schools and

- Ask Ss what they know about schools and school school days in the past.
days in the past. Elicit answers from them. Tell
them to recall what they remember from books,
films, or other sources.
- Ss listen and answers
– Lead into the new lesson: Listening and Writing
about old school days.
– Introduce the objectives of the lesson. Write the
objectives in the top-left corner of the board.
2. ACTIVITY 2: PRESENTATION (LISTENING) (15 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 1: Match each phrase with the right picture.
- Task 2:
Listen to the talk between Thanh and his grandma and tick () the things you hear.
- Task 3: Listen again and choose the correct answers.
c. Expected outcomes:
- Ss can listen for general and specific information to do the learning tasks.
d. Organisation:
 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES

Task 1: Match each phrase with the right picture.

- Ss work in groups. Give them 2 – 3 Key:
min. to think and do the matching. 1. b
- Ss work in groups to do exercise. 2. a
3. c

Task 2:
Listen to the talk between Thanh and his grandma and tick () the things you hear.

- Tell Ss that they are going to listen Answer key:

to a conversation about school days
in the past. 1, 2, 4:
- Ss listen and do exercise.
- Play the recording. Tell Ss to listen
carefully and pay attention to
keywords – words that help them
understand the ideas of the
recording.
- Ss listen and check.
- Check Ss answers.

Task 3: Listen again and choose the correct answer.

- Have Ss read through the sentences Answer key:
first. 1. B
- Ss listen instruction. 2. A
- Play the recording once or twice. 3. A
Ask Ss to listen carefully and choose 4. C
the correct answers.
- Ss listen and choose answers.
- Play the recording once more for
Ss to check their answers.
- Ss listen and check.
3. ACTIVITY 3: PRACTICE (WRITING) (8 mins)
a. Objectives:
- To help Ss practise asking and answering about school days in the past;
b. Content:
- Task 4: Work in pairs. Ask and answer about school days in the past.
c. Expected outcomes:
- Ss can use learned vocabulary and grammar to write a paragraph about school
days in the past.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask and answer about school days in the past.

- Have Ss work in pairs. Tell them to use the cues Cues

given to ask and answer about school days in the + school time (When …)
past. + school subjects (What …)
- Ss work in pairs to ask and answer about school + leisure time activities (What
days in the past. …)
- Tell them they can refer to the listening text for + summer holiday (How long
their answers. …)
+ means of transport to school
(How …)
4. ACTIVITY 4: PRODUCTION (WRITING) (15 mins)
a. Objectives:
- To help Ss write a paragraph about school days in the past.
b. Content:
- Task 5: Write a paragraph (100 - 120 words) about school days in the past.
c. Expected outcomes:
- Ss can use learned vocabulary and grammar to write a paragraph about school
days in the past.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Task 5: Write a paragraph (100 - 120 words) about school days in the past.

- Tell Ss to use the ideas in Activity 4 for Suggested answer:

their writing. In the past, Ss had lessons in the
- Set a time limit for Ss to write the morning only. In the afternoon, they
paragraph. Tell them to use the past stayed home and did other things to
tense, and pay attention to grammar, use help their parents. At school, they
of words, spelling, and punctuation. learned subjects such as maths,
- T may collect some Ss’ papers and language, history, physics, etc. but they
mark them, and later comment to the did not have music and arts or
class. computer sciences. They did not have
- If there is not enough time for Ss to do extra lessons. In their free time they
their task in class, have them do it as played traditional games such as hide-
 homework. and-seek, tug of war, skipping, and so
Ss write the paragraph. on. Every day they went to school on
EXTRA ACTIVITY foot. My grandmother told me that
- To help Ss improve their listening they walked barefoot all the time, as
and writing skills (and spelling and other they did not have shoes or sandals.
things as well), T may give them dictation They were lucky in that they had a long
practice. summer holiday – about three months!
- Prepare a recording of about 30-50 (111 words)
words (3-4 sentences), or use the
recording in the listening above.
Play the recording, pausing after each
sentence (or clause for longer sentences),
and have Ss write down what they hear.
In weaker classes, provide some prompts
from longer sentences on the board.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks;
- Do exercises in the workbook.

Week: … Date of planning : …/… / …..

Period … Date of teaching : …/… / ……
UNIT 4: REMEMBERING THE PAST
Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4;
- Apply what they have learnt (vocabulary and grammar) into practice through a
project.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be encouraged to attend school activities;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 4, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Ss can list as many Unit 4 vocabulary as possible.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Brainstorming Suggested answers:

- Teacher divides the board, and divides the ancestor, structure, heritage, …
class into teams.
- Members of each team take turns and
write as many vocabulary in Unit 4 as
possible in 2 minutes.
- The group having more correct answers is
the winner.
- Ss work in teams to play the games.
2. ACTIVITY 2: PRESENTATION (VOCABULARY) (10 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 4.
b. Content:
- Task 1: Choose the correct answer A, B, C, or D.
- Task 2: Finish the sentence by completing each blank with a word. The first letter
of each word is given.
c. Expected outcomes:
- Ss can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation:

TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS

Task 1: Choose the correct answer A, B, C, or D. (5 mins)

- Have Ss do this task individually by choosing the Answer key:

correct answer to each of the questions. T corrects 1. A
their mistakes. 2. B
- Ss do activity individually. 3. B
- Go round, monitor the class, and give support if 4. D
necessary. 5. C
- Ss do activity individually

Task 2: Finish the sentence by completing each blank with a word. The first letter
of each word is given. (5 mins)

- Have Ss study the sentences first. Tell them to pay Answer key:
attention to the gaps, and what words they need to use. 1. worshipping
- Ss listen and follow. 2. deep-rooted
- Tell Ss to write the answers in their notebooks. Ask 3. heritage
some of them to read the whole sentences aloud. T 4. generation
corrects their mistakes and pronunciation if 5. ingredients
necessary.
- Ss do the task.
3. ACTIVITY 3: PRACTICE (GRAMMAR) (10 mins)
a. Objectives:
a. Objectives:
- To help Ss revise the past continuous and use connectors to combine sentences;
- To help Ss revise wish + clause, and know how to rewrite sentences, using this
structure.
b. Content:
- Task 3: Put the verb in brackets in the past continuous to complete each sentence.
- Task 4: Rewrite the following sentences, using wish.
c. Expected outcomes:
- Recall the uses of the grammar that they have learnt in this unit (past continuous,
wish + past simple).
d. Organisation:
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3: Put the verb in brackets in the past continuous to complete each sentence.
(5 mins)

- Have Ss review the adverb phrases and the past Answer key:
continuous before they do the task. 1. was shining
- Ss review time connectors and the past continuous 2. were building
- Have Ss work independently or in pairs to combine 3. were not / weren’t
the sentences. studying; were chatting
- Ss do exercise individually or in pairs. 4. Were they still waiting
- Have Ss write their answers in their notebooks. 5. was thinking
- Ss check.
- Give correction and call on some Ss to read the
sentences aloud.

Task 4: Rewrite the following sentences, using wish. (5 mins)

- Allow Ss some time to do the task individually and Answer key:

rewrite the sentences in their notebooks. 1. She wishes (that) she had
- Ss do the task individually an Iphone.
- Then ask Ss to compare their answers in pairs. 2. I wish I had a three-
- Ss compare answers in pairs. month summer holiday as
- Call on some Ss to write their answers on the board, my grandma did.
other Ss give comments, and T checks as a class. 3. I wish (that) my parents
let me make my own
decisions.
4. Mike wishes (that) he
could play musical
instruments.
5. I wish (that) my dad
was / were not very busy,
and (that) he had more
time with me.
4. ACTIVITY 4: PRODUCTION - PROJECT (20 mins)
a. Objectives:
- To give Ss an opportunity to practise finding information about life in their area
about 40 years ago;
- To help Ss improve their creativity and teamwork;
- To develop their research and collaboration skills and improve their speaking and
presentation skills.
b. Content:
- Poster presentation
c. Expected outcomes:
- Ss are able to present their posters about a life in the past.
d. Organisation:

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Task 1: Collect information and pictures about life in your area about 40 years ago.
Poster: Life in your neighbourhood 40
years ago Suggested outcome:
– As Ss have prepared for the project
throughout the unit, the focus of this Students’ posters & presentations
lesson should be on the final product,
which is an oral presentation of the
poster about life in their
neighbourhood 40 years ago.
-Ss prepare for the poster before
presenting in front of the class.
– Have Ss work in their groups. Give
them a few minutes to prepare for the
presentation.
-Work in groups to prepare for the
presentation.
– Give Ss checklists for peer and self-
assessment. Explain that they will have
to tick appropriate items while
listening to their classmates’
presentations and write comments if
they have any. The presenters should
complete their self-assessment
checklists after completing their
presentation. If necessary, go through
the criteria for assessing their talk to
make sure Ss are familiar with them.
-Tick appropriate items while listening
to their friends in the checklist.
– Invite two or three groups to give
their presentations. Encourage the rest
of the class to ask questions at the end.
- Ss give their presentations.
– Give praise and feedback after each
presentation. T can summarise the
feedback given by other Ss and add
any other comments. T can also give Ss
marks for their presentation as part of
their continuous assessment.
- Ss complete the self assessment table.
5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson.